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TEACHING IN HIGHER EDUCATION: EFFECTIVE, REFLECTIVE PRACTICE

EDU4HET

2018

Credit points: 15

Subject outline

Recent trends in the purpose and function of higher education have resulted in a radical shift in the styles of teaching delivery that can best support student success, satisfaction and retention. This subject focuses on developing innovative teaching approaches in response to student cohort needs through a reflective approach to teaching practice. Participants engage with the University's Professional Learning Framework to engage in peer supported activities to enhance teaching delivery and the quality of assessment feedback given to students.

School: School of Education

Credit points: 15

Subject Co-ordinator: Brad Hodge

Available to Study Abroad Students: No

Subject year level: Year Level 4 - UG/Hons/1st Yr PG

Exchange Students: No

Subject particulars

Subject rules

Prerequisites: N/A

Co-requisites: Course RCHE - Graduate Certificate in Higher Education. EDU4CTL

Incompatible subjects: N/A

Equivalent subjects: N/A

Special conditions: N/A

Graduate capabilities & intended learning outcomes

01. Evaluate teaching using peer observation informed by good practice principles from the higher education literature.

Activities:
Reading, practice-based activities and peer group discussion

02. Enhance teaching delivery using self-reflection, peer and student feedback, and scholarly literature in higher education.

Activities:
Reading, practice-based activities and peer group discussion

03. Evaluate the benefits to students of changes in teaching delivery in terms of student learning and engagement.

Activities:
Reading, practice-based activities and peer group discussion

04. Provide quality assessment feedback to students that is informed by relevant literature in assessment and feedback in higher education.

Activities:
Reading, practice-based activities and peer group discussion

05. Engage in reflective practice to enhance teaching delivery in higher education

Activities:
Reading, practice-based activities and peer group discussion

Melbourne, 2018, Semester 1, Blended

Overview

Online enrolment: Yes

Maximum enrolment size: N/A

Enrolment information:

Subject Instance Co-ordinator: Rhonda Hallett

Class requirements

SeminarWeek: 10 - 22
Four 1.5 hours seminar per study period on weekdays during the day from week 10 to week 22 and delivered via face-to-face.
"Workshops face-to-face or via Zoom"

Unscheduled Online ClassWeek: 10 - 22
One 3.0 hours unscheduled online class per week on any day including weekend during the day from week 10 to week 22 and delivered via online.

Assessments

Assessment elementComments%ILO*
Written task or oral task (1000 words)Full details will be given to student in the subject learning guide and on LMS2001, 02, 05
Written task (1500 words)Full details will be given to student in the subject learning guide and on LMS3001, 02, 03
Written task (2000 words)Full details will be given to student in the subject learning guide and on LMS5002, 04

Melbourne, 2018, Semester 2, Blended

Overview

Online enrolment: Yes

Maximum enrolment size: N/A

Enrolment information:

Subject Instance Co-ordinator: Robyn Yucel

Class requirements

SeminarWeek: 31 - 43
Four 1.5 hours seminar per study period on weekdays during the day from week 31 to week 43 and delivered via face-to-face.
"Workshops face-to-face or via Zoom"

Unscheduled Online ClassWeek: 31 - 43
One 3.0 hours unscheduled online class per week on any day including weekend during the day from week 31 to week 43 and delivered via online.

Assessments

Assessment elementComments%ILO*
Written task or oral task (1000 words)Full details will be given to student in the subject learning guide and on LMS2001, 02, 05
Written task (1500 words)Full details will be given to student in the subject learning guide and on LMS3001, 02, 03
Written task (2000 words)Full details will be given to student in the subject learning guide and on LMS5002, 04